By the start of Tuesday’s class, please have finished reading Ibsen’s play. Compare this ending to the one you predicted.
Also, review the text of the sheet on which you wrote your prediction–especially the two sections above the line. When do you think these statements were written? How much do you think they apply to today’s American society?
F / 8:30
H / 11:45
learning goal: what does the outcome of Ibsen’s play reveal about the dynamics between Nora and Torvald in the play’s opening scenes?
together, aloud, read as far through Act 3 as possible
By the start of Friday’s class, please have read to the end of Act 2 in A Doll’s House. Before you start reading Act 2, write notes to yourself about the one or two main conflicts in the story, as you see them.
As you read Act 2, watch what happens to these conflicts. For example, how much do they intensify and what makes them increase?
At the end of Act 2, which conflicts are in most desperate need of resolution?
If y ou want something else to watch, keep an eye on Torvald’s sobriquets for Nora, and her reactions to them. For example, do you see any change in the frequency of his nicknaming, or the tone with which he uses them? Do you see any change in her response to this language?
F / 10:30
H / 1:50
learning goal: at what point do nicknames harm more than benefit?
How many squirrels, and such?
What do you think?
Let’s read, and watch, closely, listening between the lines (from page 13 of the PDF)
DH sobriquets: # of times the following items appear in pp. 1-13
the adjective “little”
==> effect of Torvald’s use and Nora’s response (in light of Hamlet’s statement that plays hold up a mirror to nature–i.e., show us something about ourselves in a particular time)
given Nora’s response to these sobriquets, how do you interpret her complaint to Mrs. Linde that people do not take her seriously?
H / 10:30
F / 1:50
learning goal: How do I proceed with my original short story draft, if I plan to continue participating in the Malaysia Project?
short story protocol*
Henrik Ibsen’s A Doll’s House: brief background and group reading of Act 1 (we read through page 13; play available for download on the “World Poets, Poems and Plays” page of this course blog)
*If you plan to continue participating in the Malaysia Story Project, submit a paragraph to TURNITIN by Friday Nov 20 at noon (“Malaysia Project phase 2”). In this paragraph describe the current strengths and weaknesses of your story draft, and your plans for the next stage of revision. Leave open the possibility of making substantial edits. Over the Thanksgiving break, work on the story by implementing your revision plans, if you have decided to proceed. The paragraph of intent and the holiday revising signal that you want to be considered for one of the fifteen American spots in the international anthology. Submit your revised story to TURNITIN no later than 4pm Monday, November 30 (“Malaysia Revision Nov 30”).
learning goal: in how many different ways can a play be relevant to its audience? let us count the ways
finish presentations for A Doll’s House
introduce novel journal project
begin reading Gail Tsukiyama’s 1994 novel
learning goal: to widen my understanding of the concept of relevance (in how many discrete (separate) ways can a piece of literature be relevant?)
prep time to complete presentations
group “teacher presentations” about relevancy of A Doll’s House
overview of remaining weeks, including next book–The Samurai’s Garden, a novel by Gail Tsukiyama
E block class, you have a visiting teacher today. Ms. Rivera will lead you in a discussion of A Doll’s House. Please be your respectful, thoughtful, curious selves. I know you and she will enjoy exploring the play’s themes together.
A and F blocks, I ask that you–individually (without consulting classmates or outside sources)–prepare an outline that expresses your answer to the question of who bears primary responsibility for the marriage’s dissolution in A Doll’s House. You are now free to argue your own opinion, regardless of which group you worked with throughout last week. Prepare your outline on a word document, and feel free to consider society-at-large as one of the primary forces behind the marriage’s break-up. Have your outline ready to show me during our next class. You do not need to send it to me.
Again tomorrow I have jury duty and will not be able to reply to emails. Good luck. Enjoy the work, as I am enjoying my civic duty downtown.
learning goal: decide how best to adjust thesis and supporting evidence according to feedback about soft spots in an interpretation
Q&A session for each group: purpose, to give audience members to ask clarifying questions based on their notes
group identifies one significant soft spot in other groups’ interpretations
each group hears soft spots form neighboring groups
each group develops one new slide for each of the identified soft spots, then presents
Final email question presented by Mr. Brown